Dyslexia and self-development; A product for primary school classrooms to encourage social interaction with the intent of improving self-esteem
Authors: Laschok, Z.M. and Lim, Y.
Journal: Proceedings of the Design Society
Volume: 1
Pages: 1323-1332
eISSN: 2732-527X
DOI: 10.1017/pds.2021.132
Abstract:With an ever-increasing body of primary school children and the degradation of mental health among young people, the development of a high self-esteem at a primary school level has been recognised as a huge driving force towards the wellbeing of the next generation. Although the poor mental health of young people in their teenage years is widely talked about and addressed, it is often missed that this stems from a much younger age. The people most likely to suffer with a lower self-esteem at a young age are those with a learning differences, weather mild, diagnosed or undiagnosed. This paper will explore how emerging cognitive differences, and positive social interaction can help steer a child's self-development away from problems later in life such as anxiety and depression. Using these findings, a physical classroom-based game was conceived, designed and tested on the end users in the classroom environment.
https://eprints.bournemouth.ac.uk/35906/
Source: Scopus
DYSLEXIA AND SELF-DEVELOPMENT; A PRODUCT FOR PRIMARY SCHOOL CLASSROOMS TO ENCOURAGE SOCIAL INTERACTION WITH THE INTENT OF IMPROVING SELF-ESTEEM.
Authors: Laschok, Z.M. and Lim, Y.H.
Journal: Proceedings of the Design Society
Volume: 1
Pages: 1323-1332
Publisher: Cambridge University Press
DOI: 10.1017/pds.2021.132
Abstract:With an ever-increasing body of primary school children and the degradation of mental health among young people, the development of a high self-esteem at a primary school level has been recognised as a huge driving force towards the wellbeing of the next generation. Although the poor mental health of young people in their teenage years is widely talked about and addressed, it is often missed that this stems from a much younger age. The people most likely to suffer with a lower self-esteem at a young age are those with a learning differences, weather mild, diagnosed or undiagnosed. This paper will explore how emerging cognitive differences, and positive social interaction can help steer a child’s self-development away from problems later in life such as anxiety and depression. Using these findings, a physical classroom-based game was conceived, designed and tested on the end users in the classroom environment.
https://eprints.bournemouth.ac.uk/35906/
https://www.cambridge.org/core
Source: Manual
Preferred by: Yong Hun Lim
Dyslexia and self-development; a product for primary school classrooms to encourage social interaction with the intent of improving self-esteem
Authors: Laschok, Z.M. and Lim, Y.
Journal: Proceedings of the Design Society (ICED 2021)
Volume: 1
Pages: 1323-1332
Abstract:With an ever-increasing body of primary school children and the degradation of mental health among young people, the development of a high self-esteem at a primary school level has been recognised as a huge driving force towards the wellbeing of the next generation. Although the poor mental health of young people in their teenage years is widely talked about and addressed, it is often missed that this stems from a much younger age. The people most likely to suffer with a lower self-esteem at a young age are those with a learning differences, weather mild, diagnosed or undiagnosed. This paper will explore how emerging cognitive differences, and positive social interaction can help steer a child’s self-development away from problems later in life such as anxiety and depression. Using these findings, a physical classroom-based game was conceived, designed and tested on the end users in the classroom environment.
https://eprints.bournemouth.ac.uk/35906/
Source: BURO EPrints